International Baccalaureate English
Gertz/Morris
Summer Reading Assignment and First Semester Plan
A successful IB English student purely enjoys reading, looking for meaning in text, and is desperate to talk about it.
You will be expected to think deeply and write copiously next year in this class and careful attention to these books
and the annotation assignment with it will prepare you for such an experience.
First semester is a course in American Literature. The following is the reading schedule and annotation
assignment for each of the novels. The annotation assignments are SPECIFIC. Please focus ONLY on what is
mentioned here…avoid plot summary and unnecessary commentary. Your annotations will be good if they are
thoughtful and purposeful. Effective annotation is NOT simply covering your pages with writing.
Novel
Date DUE
12 August 2014

27 August 2014

Author’s use of
narration, figurative
language, and theme
to present gender
roles and issues of
race
15 October 2014

Author’s use of
narration, character,
and satire to discuss
issues of race in
American society
19 November 2014

Author’s use of
narration,
characterization,
passage of time, and
figurative language to
present significance
of perspective
(Summer Reading)
Annotate for:
Author’s use of
characterization,
figurative language,
and theme to present
gender roles
The Great Gatsby
by F. Scott Fitzgerald
(Summer Reading)
Their Eyes Were Watching God
by Zora Neale Hurston
The Adventures of Huckleberry Finn
by Mark Twain
As I Lay Dying
by William Faulkner
Book Annotations = Active Reading!
Purpose:
While you study a literary work you should be in the habit of taking notes as you read. As you
read the novels in this class, you will be asked to annotate them for elements an author uses in
order to effectively communicate ideas. Annotations should not get in the way of your reading
but should rather engage your own reflection and analysis of particular aspects of the work. Focus
only on what has been assigned. Your annotations should cover the entire work. Look at the
assignment and focus on that subject. Your job is to consider this novel through this lens and
discover HOW the author goes about treating the subject. THINK about what you are noting – and
consider its significance. Do not just write in the book to write – make notes that allow you to
assess the author’s purpose.
Process:
You can underline these directly in your own copy of the novel and note your ideas in the
margin, you can use sticky-notes to take notes and place them directly on the pages, or you could
maintain a “reading journal” if that suits you better.
Expectation:
You are NOT to consult literary criticisms, the internet, commercially available “study guide”
notes, or other students; use of these sources constitutes an honor code violation, as the
annotations you make using them will not be of your own, independent thinking. You need to
show me what YOU see in the novel. You cannot make a mistake, unless you fail to do any
annotations. The rubric is on the following page.
Book Annotations Rubric
Interpretation
93
to
Far beyond literal,
finding other
stories beneath
the surface
100
85
to
Beyond literal but
missed key
meaning /
connection.
92
77
to
1/2 on literal; other
1/2 too much on
surface retelling
84
69
to
Only went beyond
the surface here
and there, or
misread
76
60
to
68
Never took the lit
interp plunge
beneath the
surface
Performance Description • Relevant Measures
1. The interpretations go far beyond the literal, using the strategies discussed in
class and in previous years to bring the submerged meanings to the surface. Also,
these interpretations are NOT those that would be obvious to anyone in the class.
2. The interpretations derive from, and are unique, to that text; for example, not
writing INNOCENCE every time the color white appears.
3. The interpretations are varied, not relying on the repetition of a few of the same
insights over and over.
4. The interpretations reveal central, important meanings/readings.
5. There are few, if any, blatant omissions in the interpretation of the highlighted
passage.
6. Connections between and among previously read texts are used to deepen the
understandings within the text currently being read.
7. Annotations are varied, full, relevant, and plentiful.
1. What differentiates the A Level from the B Level is the originality of the insights.
The B Level relies too much on insights that are either too obvious or shallow.
While at the A Level, you get the sense there is nothing more to be see here, at
the B you see slight room for improvement.
2. You have plenty of annotations, but they are not of the “A” level indicated above.
1. While at times beyond the literal, the interpretations are about 1/2 the time
obvious.
2. While a retelling of the story is sometimes necessary for a full understanding, the
C relies on it too much, using it for about half the annotations.
3. There are clear examples of interpretations that have no connection to the central
meaning.
4. There is a sense that much more is there to be seen in the highlighted passage;
also, there is a misreading here and there.
5. Few attempts are made to make connections between and among texts or
personal experiences, or historical/cultural events.
1. The interpretations are about 1/2 the time obvious.
2. Too much time is spent on the surface, with a deeper insight coming only about
1/3 of the time.
3. The interpretations have little connection to central meanings.
4. Misreadings appear enough to make one think that there are clear "misfirings" in
the attempt to interpret a work.
5. Little, if any, attempt is made to connect to other texts.
1. The annotations read as a plot summary, a retelling of the text.
2. There is no attempt to connect to a central meaning or to connect to outside
texts. You merely highlighted passages at random.